question

disability

answer

the inability to do something specific such as walk or hear

question

handicap

answer

a disadvantage in a particular situation, sometimes caused by a disability

question

intelligence

answer

ability or abilities to acquire and use knowledge for solving problems and adapting to the world

question

General intelligence (g)

answer

a general factor in cognitive ability that is related in varying degrees to performance on all mental tests

question

Fluid intelligence

answer

mental efficiency, nonverbal abilities grounded in brain development

question

Crystallized intelligence

answer

ability to apply culturally approved problem-solving methods

question

theory of multiple intelligences

answer

in Gardner's theory of intelligence, a person's eight separate abilities: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist

question

Triarchic theory of successful intelligence

answer

a three-part description of the mental abilities (thinking processes, coping with new experiences, and adapting to context) that lead to more or less intelligent behavior

question

Insight

answer

the ability to deal effectively with novel situations

question

automaticity

answer

the result of learning to perform a behavior or thinking process so thoroughly that the performance is automatic and does not require effort

question

mental age

answer

in intelligence testing, a performance that represents average abilities for that age group

question

intelligence quotient (IQ)

answer

score comparing mental and chronological ages

question

deviation IQ

answer

score based on a statistical comparison of an individual's performance with the average performance of others in that age group

question

Flynn effect

answer

because of better health, smaller families, increased complexity in the environment, and more and better schooling, IQ test scores are steadily rising

question

learning styles

answer

characteristic approaches to learning and studying

question

learning preferences

answer

preferred ways of studying and learning, such as using pictures instead of text, working with other people versus alone, learning in structured or in unstructured situations, and so on

question

absence seizure

answer

a seizure involving only a small part of the brain that causes a child to lose contact briefly

question

Americans with Disabilities Act of 1990 (ADA)

answer

Federal legislation prohibiting discrimination against persons with disabilities in employment, transportation, public access, local government, and telecommunications

question

articulation disorders

answer

any of a variety of pronunciation difficulties, such as the substitution, distortion, or omission of sounds

question

attention-deficit hyperactivity disorder (ADHD)

answer

current term for disruptive behavior disorders marked by overactivity, excessive difficulty sustaining attention, or impulsiveness

question

autism/autism spectrum disorders

answer

developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 and ranging from mild to major

question

cerebral palsy

answer

condition involving a range of motor or coordination difficulties due to brain damage

question

educationally blind

answer

needing Braille materials in order to learn

question

emotional and behavioral disorders

answer

Behaviors or emotions that deviate so much from the norm that they interfere with the child's own growth and development and/or the lives or others-inappropriate behaviors, unhappiness or depression, fears and anxieties, and trouble with relationships

question

epilepsy

answer

disorder marked by seizures and caused by abnormal electrical discharges in the brain

question

free, appropriate public education (FAPE)

answer

public funding to support appropriate educational programs for all students, no matter what their needs

question

generalized seizure

answer

a seizure involving a large portion of the brain

question

inclusion

answer

the integration of all students, including those with severe disabilities, into regular classes

question

Individualized Education Program (IEP)

answer

annually revised program for an exceptional student, detailing present achievement level, goals, and strategies, drawn up by teachers, parents, specialists, and (if possible) the student

question

Individuals with Disabilities Education Improvement Act (IDEA)

answer

latest amendment of PL 94-142; guarantees a free public education to all children regardless of disability

question

integration

answer

fitting the child with special needs into existing class structures

question

Intellectual disabilities/mental retardation

answer

significantly below-average intellectual and adaptive social behavior, evident before age 18

question

learned helplessness

answer

the expectation, based on previous experiences with a lack of control, that all of one's efforts will lead to failure

question

learning disability

answer

problem with acquisition and use of language; may show up as difficulty with reading, writing, reasoning, or math

question

least restrictive environment (LRE)

answer

educating each child with peers in the regular classroom to the greatest extent possible

question

low vision

answer

vision limited to close objects

question

mainstreaming

answer

teaching children with disabilities in regular classes for part or all of their school day

question

pervasive developmental disorder (PDD)

answer

a term favored by the medical community to describe autism spectrum disorders

question

response to intervention (RTI)

answer

a process to make sure students get appropriate research-based instruction and support as soon as possible and that teachers are systematic in documenting what interventions they have tried with these students to this information can be used in planning

question

Section 504

answer

a part of civil rights law that prevents discrimination against people with disabilities in programs that receive federal funds, such as public schools

question

spasticity

answer

overly tight or tense muscles, characteristic of some forms of cerebral palsy

question

speech disorder

answer

inability to produce sounds effectively for speaking

question

transition programming

answer

gradual preparation of students with special needs to move from high school into further education or training, employment, or community involvement

question

voicing problems

answer

inappropriate pitch, quality, loudness, or intonation

question

zero reject

answer

a basic principle of IDEA specifying that no student with a disability, no matter what kind or how severe, can be denied a free public education

question

culture

answer

the knowledge, values, attitudes, and traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment

question

resistance culture

answer

group values and beliefs about refusing to adopt the behaviors and attitudes of the majority culture

question

socioeconomic status (SES)

answer

relative standing in the society based on income, power, background, and prestige

question

tracking

answer

assignment to different classes and academic experiences based on achievement

question

discrimination

answer

treating or acting unfairly toward particular categories of people

question

ethnicity

answer

a cultural heritage shared by a group of people

question

gender biases

answer

different views of males and females, often favoring one gender over the other

question

gender identity

answer

the sense of self as male or female as well as the beliefs one has about gender roles or attributes

question

gender schemas

answer

organized cognitive structures that include gender-related information that influences how children think and act

question

minority group

answer

a group of people who have been socially disadvantaged-not always a minority in actual numbers

question

prejudice

answer

prejudgment or irrational generalization about an entire category of people

question

race

answer

a socially constructed category based on appearances and ancestry

question

sexual identity

answer

a complex combination of beliefs about gender roles and sexual orientation

question

stereotype

answer

schema that organizes knowledge or perceptions about a category

question

stereotype threat

answer

the extra emotional and cognitive burden that your performance in an academic situation might confirm a stereotype that others hold about you

question

culturally relevant pedagogy

answer

excellent teaching for students of color that includes academic success, developing/maintaining cultural competence, and developing a critical consciousness to challenge the status quo

question

multicultural education

answer

education that promotes equity in the schooling of all students

question

participation structures

answer

the formal and informal rules for how to take part in a given activity

question

pragmatics

answer

the rules for when and how to use language to be an effective communicator in a particular culture

question

resilience

answer

the ability to adapt successfully in spite of difficult circumstances and treats to development

question

sociolinguistics

answer

the study of the formal and informal rules for how, when, about what, to whom, and how long to speak in conversations within cultural groups

question

antecedents

answer

events that precede an action

question

aversive

answer

irritating or unpleasant

question

behavioral learning theories

answer

explanations of learning that focus on external events as the cause of changes in observable behaviors

question

classical conditioning

answer

association of automatic responses with new stimuli

question

conditioned response (CR)

answer

learned response to a previously neutral stimulus

question

conditioned stimulus (CS)

answer

stimulus that evokes an emotional or physiological response after conditioning

question

contiguity

answer

association of two events because of repeated pairing

question

continuous reinforcement schedule

answer

presenting a reinforcer after every appropriate response

question

consequences

answer

events that follow an action

question

cueing

answer

providing a stimulus that "sets up" a desired behavior

question

effective instruction delivery

answer

instructions that are concise, clear, and specific, and that communicate an expected result. Statements work better than questions.

question

extinction

answer

the disappearance of a learned response

question

intermittent reinforcement schedule

answer

presenting a reinforcer after some but not all responses

question

interval schedule

answer

length of time between reinforcers

question

learning

answer

process through which experience causes permanent change in knowledge or behavior

question

negative reinforcement

answer

strengthening behavior by removing an aversive stimulus when the behavior occurs

question

neutral stimulus

answer

stimulus not connected to a response

question

operant conditioning

answer

learning in which voluntary behavior is strengthened or weakened by consequences or antecedents

question

operants

answer

voluntary (and generally goal-directed) behaviors emitted by a person or animal

question

positive reinforcement

answer

strengthening behavior by presenting a desired stimulus after the behavior

question

presentation punishment

answer

decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior; also called Type I punishment

question

prompt

answer

a reminder that follows a cue to make sure the person reacts to the cue

question

punishment

answer

process that weakens or suppresses behavior

question

ratio schedule

answer

reinforcement based on the number of responses between reinforcers

question

reinforcement

answer

use of consequences to strengthen behavior

question

reinforcer

answer

any event that follows a behavior and increases the chances that the behavior will occur again

question

removal punishment

answer

decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior; also called Type II punishment

question

respondents

answer

responses (generally automatic or involuntary) elicited by specific stimuli

question

response

answer

observable reaction to a stimulus

question

stimulus

answer

event that activates behavior

question

stimulus control

answer

capacity for the presence or absence of antecedents to cause behaviors

question

unconditioned response (UR)

answer

naturally occurring emotional or physiological response

question

unconditioned stimulus (US)

answer

stimulus that automatically produces an emotional or physiological response

question

applied behavior analysis

answer

the application of behavioral learning principles to understand and change behavior

question

behavior modification

answer

systematic application of antecedents and consequences to change behavior

question

contingency contract

answer

a contract between the teacher and a student specifying what the student must do to earn a particular reward or privilege

question

enactive learning

answer

learning by doing and experiencing the consequences of your actions

question

functional behavioral assessment (FBA)

answer

procedures used to obtain information about antecedents, behaviors, and consequences to determine the reason or function of the behavior

question

good behavior game

answer

arrangement where a class is divided into teams and each team receives demerit points for breaking agreed-upon rules of good behavior

question

group consequences

answer

rewards or punishments given to a class as a whole for adhering to or violating rules of conduct

question

observational learning

answer

learning by observation and imitation of others-vicarious learning

question

positive behavior supports (PBS)

answer

interventions designed to replace problem behaviors with new actions that serve the same purpose for the student

question

positive practice

answer

practicing correct responses immediately after errors

question

precorrection

answer

a tool for positive behavior support that involves identifying the context for a student's misbehavior, clearly specifying the alternative expected behavior, modifying the situation to make the problem less likely, then rehearsing the expected positive behaviors in the new context and providing powerful reinforcers

question

Premack principle

answer

principle stating that a more-preferred activity can serve as a reinforcer for a less-preferred activity

question

reprimands

answer

criticisms for misbehavior; rebukes

question

response cost

answer

punishment by loss of reinforcers

question

self-management

answer

management of your own behavior and acceptance of responsibility for your own actions. also the use of behavioral learning principles to change your own behavior

question

self-reinforcement

answer

controlling (selecting and administering) your own reinforcers

question

shaping

answer

reinforcing each small step of progress toward a desired goal or behavior

question

social isolation

answer

removal of a disruptive student for 5 to 10 minutes

question

social learning theory

answer

theory that emphasizes learning through observation of others

question

successive approximations

answer

small components that make up a complex behavior

question

task analysis

answer

system for breaking down a task hierarchically into basic skills and subskills

question

time out

answer

technically, the removal of all reinforcement. In practice, isolation of a student from the rest of the class for a brief time

question

token reinforcement system

answer

system in which tokens earned for academic work and positive classroom behavior can be exchanged for some desired reward

question

attention

answer

focus on a stimulus

question

automaticity

answer

the ability to perform thoroughly learned tasks without much mental effort

question

bottom-up processing

answer

perceiving based on noticing separate defining features and assembling them into a recognizable pattern

question

central executive

answer

the part of working memory that is responsible for monitoring and directing attention and other mental resources

question

chunking

answer

grouping individual bits of data into meaningful larger units

question

cognitive load

answer

the volume of resources necessary to complete a task

question

cognitive science

answer

the interdisciplinary study of thinking, language, intelligence, knowledge creation, and the brain

question

cognitive view of learning

answer

a general approach that views learning as an active mental process of acquiring, remembering, and using knowledge

question

decay

answer

the weakening and fading of memories with the passage of time

question

domain-specific knowledge

answer

information that is useful in a particular situation or that applies mainly to one specific topic

question

elaborative rehearsal

answer

keeping information in working memory by associating it with something else you already know

question

episodic buffer

answer

the process that brings together and integrates information from the phonological loop, visuospatial sketchpad, and long-term memory under the supervision of the central executive

question

extraneous cognitive load

answer

the resources required to process stimuli irrelevant to the task

question

general knowledge

answer

information that is useful in many different kinds of tasks; information that applies to many situations

question

Germane cognitive load

answer

deep processing of information related to the task, including the application of prior knowledge to a new task or problem

question

Gestalt

answer

German for pattern or whole. Gestalt theorists hold that people organize their perceptions into coherent wholes

question

Information processing

answer

the human mind's activity of taking in, storing, and using information

question

interference

answer

processing new information interferes or gets confused with old information

question

intrinsic cognitive load

answer

the resources required by the task itself, regardless of other stimuli

question

maintenance rehearsal

answer

keeping information in working memory by repeating it to yourself

question

mirror systems

answer

areas of the brain that fire both during perception of an action by someone else and when performing the action

question

perception

answer

interpretation of sensory information

question

phonological loop

answer

part of working memory. A speech- and sound- related system for holding and rehearsing (refreshing) words and sounds in short-term memory for about 1.5 to 2 seconds

question

sensory memory

answer

system that holds sensory information very briefly

question

short-term memory

answer

component of memory system that holds information for about 20 seconds

question

top-down processing

answer

making sense of information by using context and what we already know about the situation; sometimes called conceptually driven perception

question

visuospatial sketchpad

answer

part of working memory. A holding system for visual and spatial information

question

working memory

answer

the information that you are focusing on at a given moment

question

acronym

answer

technique for remembering by using the first letter of each word in a phrase to form a new, memorable word

question

automated basic skills

answer

skills that are applied without conscious thought

question

chain mnemonics

answer

memory strategies that associate one element in a series with the next element

question

concept

answer

a category used to group similar events, ideas, objects, or people

question

context

answer

the physical or emotional backdrop associated with an event

question

declarative knowledge

answer

verbal information; facts; "knowing that" something is the case

question

defining attribute

answer

qualities that connect members of a group to a specific concept

question

distributed practice

answer

practice in brief periods with rest intervals

question

domain-specific strategies

answer

consciously applied skills to reach goals in a particular subject or problem

question

dual coding theory

answer

suggests that information is stored in long-term memory as either visual images or verbal units, or both

question

elaboration

answer

adding and extending meaning by connecting new information to existing knowledge

question

episodic memory

answer

long-term memory for information tied to a particular time and place, especially memory of the events in the person's life

question

exemplar

answer

an actual memory of a specific object

question

explicit memory

answer

long-term memories that involve deliberate or conscious recall

question

flashbulb memories

answer

clear, vivid memories of emotionally important events in your life

question

images

answer

representations based on the physical attributes-the appearance-of information

question

implicit memory

answer

knowledge that we are not conscious of recalling, but that influences our behavior or thought without our awareness

question

keyword method

answer

system of associating new words or concepts with similar-sounding cue words and images

question

levels of processing theory

answer

theory that recall of information is based on how deeply it is processed

question

loci method

answer

technique of associating items with specific places

question

long-term memory

answer

permanent store of knowledge

question

massed practice

answer

practice for a single extended period

question

mnemonics

answer

techniques for remembering; the art of memory

question

organization

answer

ordered and logical network of relations

question

part learning

answer

breaking a list of items into shorter lists

question

priming

answer

activating a concept in memory or the spread of activation from one concept to another

question

procedural knowledge

answer

knowledge that is demonstrated when we perform a task; "knowing how"

question

productions

answer

the contents of procedural memory; rules about what actions to take, given certain conditions. Units of knowledge that combine conditions with actions in "if this happens, do that" relationships that often are automatic

question

propositional network

answer

set of interconnected concepts and relationships in which long-term knowledge is held

question

prototype

answer

a best example or best representative of a category

question

reconstruction

answer

recreating information by using memories, expectations, logic, and existing knowledge

question

retrieval

answer

process of searching for and finding information in long-term memory

question

rote memorization

answer

remembering information by repetition without necessarily understanding the meaning of the information

question

schemas

answer

basic structures for organizing information; concepts

question

script

answer

schema or expected plan for the sequence of steps in a common event such as buying groceries or ordering pizza

question

self-regulatory knowledge

answer

knowing how to manage your learning, or knowing how and when to use your declarative and procedural knowledge

question

semantic memory

answer

memory for meaning

question

serial-position effect

answer

the tendency to remember the beginning and the end, but not the middle of a list

question

spreading activation

answer

retrieval of pieces of information based on their relatedness to one another. Remembering one bit of information activates (stimulates) recall of associated information

question

story grammar

answer

typical structure or organization for a category of stories

question

theory-based

answer

an explanation for concept formation that suggests our classifications are based on ideas about the world that we create to make sense of things

Educational Psychology Clusters 4, 6, 7, 8 Woolfolk 12th Edition – Flashcards

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